Yosemite Community College District
Modesto Junior College
Division of Science, Math and Engineering
MATH 105 – STRUCTURE OF MATHEMATICS I SYLLABUS
Text: Mathematical Reasoning for Elementary Teachers, seventh edition
by Long and DeTemple
Instructor: Mike Adams Section Number: 5826
Class Meets: Tuesday and Thursday, 11:10 am to 12:35 pm
Office: Founder’s Hall 160T Office Phone: 575-6791
On-Campus E-Mail: firstname.lastname@example.org
Course Content: We will cover chapters 1 – 7 of the text.
Assignments: There will be a total of four tests in this course. One of these is the final, which will be cumulative. The other three will be at the end of chapters 3, 5, and 7, and will contain review problems. Graded tests will be returned to you for your studying. Homework will be performed at mymathlab.com. Your homework points will be your overall percent correct. Quizzes will happen every day, and will be used for participation points.
Homework- 100 points
Tests- (200 points each) 600 points
Final Exam- 300 points
Total: 1000 points
A:900-1000 B:800-899 C:700-799 D:600-699 F:0-599
Sometimes, at the end of a semester, a student’s grade is very close to the borderline of the next grade. Perhaps their earned points add up to 797– a “C”. In that situation, I look at two things to determine if I should move the student up to the higher grade. One of the things I look at are the “participation points” quizzes. There is one every day, and they do not directly affect a student’s score. But if a student is close to a borderline, I will add up to 5 extra credit points based on the proportion of quizzes the student participated in. There is also an extra-credit class contract a student can do. If the student properly filled in the contract, I will add up to 10 extra credit points to move them to a higher grade. If a student is more than 15 points away from the higher grade, then that isn’t really on the “borderline”, is it?
Make-Up Test Policy: There are no make-up tests. Instead, if you miss a test, you can fill out an Excuse Form and have your test grade replaced with a scaled score proportional to your final exam score. Only one test score may be replaced.
Attendance Policy: Students who stop participating in the course run the risk of being dropped. There are two ways to determine if a student has stopped participating: the daily 'participation' quizzes and the online homework. If a student misses several quizzes in a row and does no work at all on several consecutive homework assignments, they may be dropped from the course. Be sure to tell the instructor immediately if there are any emergencies that will impact your ability to participate in the course. I am especially strict about attendance in the first weeks of the semester when the class has a wait list. If there are other students who are waiting patiently to be given a seat in the class, then you should be especially careful about maintaining participation.
Calculators: Calculators are strongly recommended. Non-graphing calculators will be allowed on most tests.
Cheating: The tests in this course are intended to be the work of your own, individual brain. Unauthorized assistance of any kind will result in a grade of 0 for that assignment or test, and that zero WILL be used at the end of the semester when determining your overall grade in the class. All cases of cheating will be reported to the college administration, and repeated or serious offenses can have very serious consequences for your education and future.
Web Pages: The primary website for this class is prfadams.com. The official syllabus, assignments, calendar, and resource links are all there. Homework will be done on the mymathlab.com. In order to use the online homework system, you will need the course ID number: adams41375. You will also need an access code. This access code was packaged with your textbook if you bought it new at the MJC bookstore. You can also purchase the access code directly from the website.
Special Needs Accommodation: If you think you might qualify for special accommodations in this class, I strongly urge you to take advantage of the many excellent services that are available at our campus, from Tutoring to Counseling to Disabled Student Services. All accommodations must be established by the appropriate specialist, and they need to be arranged well ahead of time, so do not delay!
Catalog Description: Structure of arithmetic for prospective elementary school teachers. The definitions, operations, and properties of sets, counting numbers, integers, rational and irrational numbers; numeration systems; number theory, and logic.
C.L.O.s: “Class Learning Outcomes” are the central point and purpose of each class. Every class at MJC has a reason it exists, and the faculty who teach that class should be able to explain that reason to the students who are taking that class.
Math 105 has two CLOs. If you succeed in this course, you should have learned the skills necessary to:
Please note the second CLO. It indicates that an important component of this course is communication, and your work will be graded accordingly. Simply getting a question right only meets the first CLO. It is essential that you also take the time to communicate the reasoning that lead to your answer if you want to achieve the best possible score.
This class is “Math for Elementary School Teachers” not “Elementary School Math”. Keep in mind that Intermediate Algebra is a pre-requisite for this class. The math topics we will be covering can be quite sophisticated. The intention is to give you an overall look at the structure of the field of Mathematics, so that you can be a more effective teacher. Not every topic will directly relate to elementary school math. If you struggled in Intermediate Algebra and have poor math skills overall, this is not the class for you!
This class has a different focus than most of the other math classes you have had. In most math classes, the emphasis is on skills and knowledge. In this class the emphasis is on depth of understanding and communication. There is still quite a lot of knowledge and a great many skills that you will be learning. But the main things I am looking for in you are signs of understanding and the ability to communicate well.
Another thing I am looking for in this class is attitude. When I am teaching, I am looking at you as a potential elementary school teacher. If your attitude towards math is bad, then I don’t want you teaching elementary school! I had my share of good and bad teachers when I was a kid, and I want you to be like the good ones.